An investigation on the effects of project-based learning on students’ achievement in and attitude towards geometry

Download

index.pdf

Date

2006

Author

Özdemir, Esra

Metadata

Show full item record

Item Usage Stats

1451
views

676
downloads

Although geometry is important area in the mathematics curriculum, evidence from numerous research studies makes it clear that many students’ geometrical understanding is not at the level they need or are expected to be, especially in Turkey. The project-based learning approach offered to be one of the most effective learning tools to provide for the students an environment in which they can reach their own conclusions instead of just lecturing them, in the new mathematics curriculum in Turkey. In this study, the effects of project-based learning on the 7th grade students’ achievement in geometry and these students’ attitude towards geometry were examined. This study was conducted with a group of 24 seventh grade students in the Bilim College during the last five weeks of the 2004-2005 academic year. One group pre-test and post-test design was used. The instruments used for data collection are as follows: polygon, circle and cylinder achievement tests, geometry attitude scales, student survey forms, teacher’s observation scales, and interviews. The data obtained was analyzed by a paired-sample t-test. The results from achievement tests and attitude scale indicated that project-based learning increased students’ geometry achievement and attitudes toward geometry, respectively. The student survey form and interview responses of the students, teacher’s observation form responses of the teachers and the observation of the researcher also suggest that project-based learning increased their achievement in and their attitudes towards geometry as a result of making their own models, dealing with authentic daily life problems, determining the dimensions and the areas by trial and error. Moreover, this study helped grasp the attention and increase the desire to study particularly of those students with high capacity who performed unsatisfactorily due to their inclination to get distracted during classes. Providing those who were easily distracted and used every chance to disrupt the lectures with the opportunity to engage in something they could see as their own project brought about favorable results.

Subject Keywords

Primary Education.

URI

http://etd.lib.metu.edu.tr/upload/3/12607166/index.pdf
https://hdl.handle.net/11511/15935

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Implications of multiple intelligences theory on 1st graders' literacy education Temiz, Nida; Kiraz, Ercan; Department of Educational Sciences (2004) The purpose of the study was to explore in what ways the principles of Multiple Intelligences Theory (MIT) are implemented on the 1st graders̕ Literacy Education (LE), to find out the effects of the implementation on 1st graders̕ tendency towards the course and their teachers; on the 1st grade teachers̕ tendency towards their students; on the 1st graders̕ literacy achievement; on improvements of the 1st graders̕ multiple intelligences. The qualitative data were gathered through interviews, observations, che...
The effects of multiple representations-based instruction on seventh grade students' algebra performance, attitude towards mathematics, and representation preference. Çıkla Akkuş, Oylum; Çakıroğlu, Erdinç; Department of Secondary Science and Mathematics Education (2004) The purpose of this study was to investigate the effects of multiple representations-based instruction on seventh grade students̕ algebra performance, attitudes toward mathematics, and representation preference compared to the conventional teaching. Moreover, it was aimed to find out how students use multiple representations in algebraic situations and the reasons of preferring certain modes of representations. The study was conducted in four seventh grade classes from two public schools in Ankara in the 20...
The effect of using dynamic geometry software while teaching by guided discovery on students’ geometric thinking levels and achievement Toker-Gül, Zerrin; Çakıroğlu, Erdinç; Department of Educational Sciences (2008) This study aimed to investigate the effects of using dynamic geometry software while teaching by guided discovery compared to paper-and-pencil based guided discovery and traditional teaching method on sixth grade students’ van Hiele geometric thinking levels and geometry achievement. The study was conducted in one of the private schools in Ankara and lasted six weeks. The sample of the study consisted 47 sixth grade students in the school. The present study was designed as pretest-posttest control group qua...
The effects of problem-based learning method on 9th grade students’ achievement in geometry Apaçık, Mükerrem; Bulut, Safure; Department of Secondary Science and Mathematics Education (2009) The purpose of the study was to determine the effects of problem-based learning (PBL) on 9th grade students’ geometry achievement. The study was conducted in a rural town of Ankara with 44 ninth-grade high school students. The randomized pretest-posttest control group design was used. The experimental group was instructed with hybrid PBL and the control group was instructed with traditional teaching methods. The treatment was given for 4 hours every week for a total of six weeks. Geometry Achievement Test (...
An Assessment of Factors Related to Science Achievement of Turkish Students Kalender, Ilker; Berberoglu, Giray (Informa UK Limited, 2009-01-01) In this study, a hypothesised model with latent variables such as socio-economic status, students' perception of success and interest in different subject matter areas, out-of-school activities, and classroom teaching learning activities in relation to science achievement of the students was tested via linear structural modelling. The data come from the Student Assessment Program-2002 conducted by the Ministry of National Education in Turkey. The results obtained in a sample of 29,911 students indicated tha...

Citation Formats

E. Özdemir, “An investigation on the effects of project-based learning on students’ achievement in and attitude towards geometry,” M.S. - Master of Science, Middle East Technical University, 2006.